Topic 3: Connectivism and online collaborative learning

How learners can learn collaboratively while taking an online course if they are not in a classroom filled with classmates and they are physically isolated interacting only through their computer? At first, it may seem like an oxymoron but would it make more sense if the course was an online networked course?

Behaviorism, cognitivism, and constructivism are three broad learning theories whose central idea is that learning occurs inside a person. These theories tend to not address learning processes that occur outside the person, such as learning that is happening and supported by technology and learning in online networked communities (1). In particular, constructivism's central idea is that learning is constructed, since learners build new knowledge upon the foundation of previous learning (2). Given the context of online learning, constructivism seems to acknowledge the impact of technology on learning the most among those three theories. Constructivism could be regarded as a sufficiently good theoretical framework for online learning because it ensures that learning happens among learners (3).

However, learning does not simply happen within an individual, but within and across networks.

Connectivism is a relatively new theory that is based on the premise that knowledge exists within systems and is acquired by individuals who interact collaboratively within activities related to that knowledge (1). The theory approaches learning as a process that occurs within a constantly changing learning environment, as technology is continuously evolving and improving. What sets connectivism apart from theories like constructivism is the approach that learning can reside outside the learner. 

Online Collaborative Learning (OCL) is another theory that focuses on the facilities of the Internet to provide learning environments that foster collaboration and knowledge building (4). In OCL, there are three phases of gaining knowledge in a group: idea generating; that is the brainstorming phase, idea organizing; where ideas are analyzed compared and categorized and intellectual convergence; the phase that intellectual synthesis and consensus occurs. Collaborative group interactions and activities facilitate active learning, shared knowledge, and promote social interaction and a supportive online learning community (5).

Group activities for online learning can range from informal discussions to highly structured collaborative grouping activities such as project work, collaborative problem solving, online peer assessments and feedback. However, to design an online course that can stimulate collaboration in an intrinsic and meaningful way can be challenging. In my experience, as a student and as a teacher, true collaborative learning occurs when  learners are encountered with a learning situation where the only way to proceed further is to engage, open up, interact and share; give and receive feedback from each other. Dialogue among learners is an important part in collaboration, too.

Overall, a successful collaborative group activity should allow learners to feel a sense of community and offer them an active role and responsibility. This can lead to more motivation to engage further in other future collaborative activities. Learners in well-designed online learning environments experience meaningful learning, develop higher-order thinking, and begin to develop a community where collaborative group activities are encouraged. The most challenging role for a teacher is to design these environments in an elegant and sophisticated way in order to stimulate the formulation of a learning community rather than creating activities that only offer superficial collaboration or not universal engagement among learners. Support, close communication and encouragement is also needed to be offered by the teacher in order support the learners in their journey in online collaborative learning.

References:

1. Siemens, G. Connectivism: A learning theory for the digital age. Retrieved from: http://www.itdl.org/Journal/Jan_05/article01.htm
2. Phillips, D.C. (1995). The Good, the Bad, and the Ugly: The many faces of constructivism. Educational Researcher, 24(7), 5-12.
3. Higley, M. (2018). Reasons why collaborative online learning activities are effective.  https://elearningindustry.com/collaborative-online-learning-activities-reasons-effective
4. Harasim, L. (2007). Assessing Online Collaborative Learning: A theory, methodology, and toolset. In: Flexible Learning in an Information Society, IGI Global
5. Picciano, A. G. (2017). Theories and frameworks for online education: Seeking an integrated model. Online Learning, 21(3), 166-190.